Since I teach math and computer science, I have to use a combination of PowerPoint lectures, demonstrate examples, have class practice these examples and provide a case study on how these concepts can be used in the real world.
I also have found that games tend to help the learning stick. In remedial English, we used to have a spelling bee with 'prizes.' They worked hard to win.
Fortunately, our assignments are small parts that develop into a whole. What they learn in one unit, they apply to the next. The research paper is much less threatening that way. In ground business communications classes, I have students prepare real world solutions/documents.
Hi John,
This is an important way to teach for retention. After hearing then applying the students have a better chance of storing the information in their memories for use later. The more practice they have the more comfortable they become with the information and skills.
Gary
when I present new information, shortly thereafter I have a task that the students can do to make it tangible to them. Doing what they learn helps them retain it.
Hi Carol,
Great way to bring learning variety to your students. This is what teaching is all about. It lets you use your creativity and personality in the instructional process and the results will be many "ah-ha" moments for you and your students. Happy teaching!!!!!
Gary
Helping students apply and retain new information is an ongoing process. By "mixing up" the way a student learns would help them retain the information. For example, learning the new concept with a short lecture and immediately applying it to a case study would reinforce the learning of the new concept. I have played games, told stories and given students "pop-up quizzes" to help reinforce new information.
An instructor could help students to retain and apply new information by providing case studies or situations where students must apply the new information.
Ifind that the more students perform the task at hand the more they are able to retain the information.
Repetition is a way to help students retain and apply new information. Remind students that what they are learning is important to the success of their newly chosen life/career. Assesment almost daily and alowing the students apply their new knowledge in the class will help in retaining the information.
Hi Vince,
Application is critical for retention of content. In your classes what are some strategies you use to get your students to make the connection between content and application, such as their understanding of how many calories they need, etc.
Gary
From the textbook and the lecture, I find that students have to apply the information in order for it to "stick".
I find that students learn more from applying the nutritional information that I give them to themselves rather than simply quizzing them on it.They can find out how many calories they need, grams of fiber they should consume..etc
One thing I have found very helpful is to intersperse a short task assignment to a selected set of students during the class. This assignment is timed and graded, and I overwatch it. The class is so divided that at the end of the lecture session, every student has had a chance to do one of the assignments, which is then marked immediately, because the results are obvious.
This approach has several advantages. It allows the students to immediately practice with something which has been demonstrated to them. It breaks the lesson down into a number of smaller, more manageable components, so student see that they can eat the elephant one bite at a time. It encourages the students to pay attention to the demonstrations, and because each item is a relatively small point award [though the total is significant], the students do not feel that they are betting the house on each attempt.
This obviously works best for the sort of class in which the immediate operation or function of something is the subject, but I think it can be adopted to smaller classes where the learning takes place from class session to class session, as well as within the class session.
I use a lot of mini sessions in my clinicals with review, demonstrate and return demonstrations of - example - injections. I let them teach the other students, also. It really lets them understand that they, indeed, have learned information valuable to their chosen career pathyway!
Dr. Meers:
In my business law class I use power points to provide them with visual learning in addition to the lecture. Within the powerpoints I then provide examples that let the students USE the information that they have just been given.
Unfortunately sometimes they forget to write the examples down even though they have responded verbally
Hi Wendy,
Great strategies for helping your students to remember needed content. Plus, you helped me learn something new about setting up buffets. The next time I am at a function with a buffet I am going to be looking for BUFF to see if they got it right.
Gary
Sometimes we make silly acronyms out of the words or we have them stand up and repeat charade-like gestures to remember the specifics of a lesson; for instance, when we teach how to set up a buffet the items necessary are BUFF--Balance, Unity, Focal Point and FLow.
My teaching is focused on lab classes. Obviously, hands on work is what they are there for. But, there is information to be disseminated and understood. I try to tell the students that the information I am giving them is not just so I can test them on it later and take points away. It is in the curriculum to help them make money. If they can assimilate the knowledge and apply it to their work, then they will have a better chance for promotions and making a return on their investment. making it fun doesn't hurt either.
With the huge amount of material required, helping students to see the applciation of this information is especially helpful- examples of how this will be applied in their future careers is excellent, or indicating it is required for future standardized boards helps in keeping their focus. This is hardest when students are early in a program learning foundations, and do not always have enough background to understand specific applications (i.e. to diagnosis and treatment); however, other applications can be pursued, from their own life experiences.
